Key Stage 1 Mathematics Long term plan 2019-2020
Lower Key Stage 2 Mathematics Long term plan 2019-2020
Upper Key Stage 2 Mathematics Long term plan 2019-2020
White Rose Mathematics Curriculum at St Bega’s C of E Primary School
With White Rose, we are building a whole new culture of deep understanding, confidence and competence in maths – a culture that produces strong, secure learning and real progress. No matter what their starting points, we help learners to achieve excellence.
Our mantra is simple:
Everyone can do maths: Everyone Can!
As we prove this to pupils and teachers alike, we’re shaping assured, happy and resilient mathematicians who relish the challenge of maths. They become independent, reflective thinkers, whose skills not only liberate them in maths but also support them across the curriculum.
We’re committed to working together to be and give the very best, and to make a difference to every pupil at St Bega’s.
At St Bega’s we use White Rose yearly overviews for mixed year groups (Year 1 and 2, Year 3 and 4, Year 5 and 6) that suggest the teaching time needed for every block of learning. The Autumn, Spring and Summer sections are split equally into 12 weeks comprising 11 weeks of blocks followed by a week of consolidation.
Because the Autumn term often exceeds 12 weeks, we might choose to spend longer on the Autumn topics to fully embed them. Alternatively, if our class is secure in their learning we might decide to move onto the Spring blocks early.
We use a termly overview and Chris Quigley’s Depth of learning system (DoL) to support ongoing assessments, to check where children’s strengths and gaps in learning lie.
The objectives in each block are broken down into a series of carefully planned small steps. We teach the content in the suggested order as the step sequence is designed to gradually develop children’s understanding.
We use Assessment for Learning to ensure that children understand each small step well before moving on to the next one.
In Mathematics sessions we use questions designed to unpick the structure of the maths and deepen the children’s understanding. When children talk about maths concepts, they develop the vital mathematical language that helps them explain their ideas.
We use concrete, pictorial and abstract methods of developing children’s mathematical skills. We may use these questions when we model methods for the children. The range of methods means that sometimes we may need to break down varied fluency into smaller chunks of modelling over one or more lessons.
Reasoning and Problem Solving
Reasoning and problem solving questions are used so that children need to apply their mathematical understanding. Some of the questions are more challenging than others and teachers and teaching assistants use their professional judgement to decide the level of support the children need to tackle the problems. In some instances a reasoning and problem solving question could be the focus for an entire lesson as children investigate a range of solutions. When tackling open-ended questions we give a variety of possible answers, but of course, the children may come up with alternative solutions of their own.
As highlighted in the National Curriculum, all children must be able to access fluency, reasoning and problem solving. It’s therefore essential that we provide the support needed for every child to reason and problem solve.
Have you logged onto Times Table Rockstars?
Remember when you are learning your times tables to recall all of the multiplication families.
Look at the example below:
3 x 4 = 12
4 x 3 = 12
12 divided by 3 = 4
12 divided by 4 = 3